Stališča učiteljev glede učinkovitosti kombiniranega pouka v prilagojenem izobraževalnem programu z nižjim izobrazbenim standardom

magistrsko delo

Barbara Stanonik (Avtor), Milena Valenčič Zuljan (Mentor)

Povzetek

Na učinkovit pouk vplivajo različni dejavniki in povezave med njimi. Marzano (2003) navaja dejavnike na ravni šole, (kurikulum, sodelovanje s starši) učitelja (organizacija pouka, učne strategije) in učenca (motivacija za učenje, spodbudno domače okolje, predznanje). Hattie (2009) izpostavi učenca, domače okolje, kurikulum, učitelja, načine poučevanja in učne postopke. Na podlagi teh ugotovitev smo izvedli kvantitativno raziskavo, v kateri nas je zanimalo, kako učitelji ocenjujejo učinkovitost pouka v kombiniranih oddelkih v prilagojenem izobraževalnem programu z nižjim izobrazbenim standardom. Izvedli smo jo na podlagi spletnih anketnih vprašalnikov za učitelje. V raziskavi je sodelovalo 135 učiteljev, ki poučujejo v kombiniranih oddelkih na prilagojenem programu z nižjim izobrazbenim standardom na naključno izbranih devetletnih osnovnih šol v Sloveniji. Podatke smo zbirali z anketnim vprašalnikom, ki smo ga oblikovali za namene raziskave. Anketni vprašalnik je vključeval petstopenjsko lestvico Likertovega tipa ter vprašanja zaprtega in odprtega tipa o načinu dela, ki ga uporabljajo učitelji, zadovoljstvu učiteljev, učiteljevih stališčih, njihovi presoji učinkovitosti in oceni njihove usposobljenosti za poučevanje v kombiniranih oddelkih. Ugotovili smo, da učitelji v največji meri uporabljajo tradicionalne načine dela pri pouku slovenskega jezika ter pri pouku spoznavanja okolja oziroma naravoslovja. Pokazalo se je, da se pojavljajo statistično pomembne razlike pri presoji učinkovitosti vseh etap učnega procesa med »čistimi« in kombiniranimi oddelki. Med vsemi skupinami dejavnikov, ki naj bi vplivale na učinkovit kombinirani pouk, in smo jih oblikovali v skupine, so statistično pomembni le dejavniki posameznega razreda, kar pomeni, da imajo slednji poglavitno težo pri oblikovanju zadovoljstva s poučevanjem pri učiteljih. Ugotovili smo, da učitelji v kombiniranih oddelkih ne izkoristijo dovolj možnosti uporabe vseh strategij. Učitelji v naši raziskavi imajo negativna stališča predvsem do načrtovanja in organizacije kombiniranega pouka. Menijo, da so v danem trenutku veliko bolj usposobljeni za poučevanje v kombiniranem oddelku, kot so bili po končanem študiju. Kar 105 učiteljev od 135 jih pravi, da se niso usposabljali za poučevanje v kombiniranem oddelku, ker jim to ni bilo ponujeno oziroma niso zasledili tovrstnih izobraževanj. Na osnovi tega smo analizirali stanje na osnovnih šolah, ki izvajajo prilagojen izobraževalni program z nižjim izobrazbenim standardom v kombiniranih oddelkih. Oblikovali smo predloge in priporočila za učinkovito delo v kombiniranih oddelkih, kar predstavlja prispevek raziskave na strokovnem in znanstvenem področju.

Ključne besede

organizacija pouka;strategije pouka;učinkovit pouk;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2015
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[B. Stanonik]
UDK:	376(043.2)
COBISS:	10921033
Št. ogledov:	677
Št. prenosov:	97
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Teachers' attitudes regarding the efficiency of multigraded teaching and educational programme for children with mild mental disability
Sekundarni povzetek:	Various factors and the links between them affect the effective teaching. Marzano (2003) lists the factors at the school level (curriculum, collaboration with parents), teacher (organization of classes, learning strategies) and learner (motivation for learning, stimulating home environment, prior knowledge). Hattie (2009) exposes the learner, the home environment, curriculum, teacher, teaching methods and learning processes. Based on these findings, we conducted a quantitative survey in which we were interested in how teachers evaluate the effectiveness of classes in combined sections in an adapted educational program with lower educational standard. We performed it on the basis of online questionnaires for teachers. The study involved 135 teachers who teach in combined sections of the adapted program with lower educational standard at randomly selected nine-year elementary schools in Slovenia. Data were collected through a questionnaire, which was formed for the purpose of the research. The questionnaire included a five-point scale Likert-type questions, as well as closed and open-ended questions on the working methods used by teachers, teachers’ satisfaction, teachers’ positions, and their assessment of the effectiveness and evaluation of their qualification for teaching in combined sections. We have found out that teachers mostly use traditional working methods in teaching Slovenian language and at environmental sciences. It has been shown that there are statistically significant differences in the assessment of the effectiveness of all stages of the learning process between "pure" and combined sections. Among all groups of factors, which should affect the effective combined classes, and we have formed into groups, are statistically significant only factors of each class, which means that the latter have a major weight in the formulation of teachers’ satisfaction with the teaching. We have found out that teachers in combined sections do not sufficiently exploit the possibility of using all the strategies. Teachers in our study have negative positions particularly to the planning and organization of combined classes. They believe that at a given moment they are much more qualified to teach in combined section, as they were after graduation. 105 of the 135 teachers say they have not been trained to teach in combined section, since this has not been offered to them or they have not come across this kind of education. Based on this, we analyzed the situation in the elementary schools that perform the adapted educational program with lower educational standard in combined sections. We developed proposals and recommendations for effective work in combined sections, what represents the contribution of the research to the professional and scientific field.
Sekundarne ključne besede:	teacher;attitude;teaching;učitelj;stališče;pouk;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	XI, 99 str.
ID:	9126829